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How to Incorporate Multicultural Literature into the Early Childhood Classroom                                     Staff D...
example of a high quality multicultural picture book. If comfortable, come up with a       lesson to use with the book.   ...
Session 7: March-Share how the Webquest worked with your class. Any questions, concerns or ideas for next        time?-Ins...
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Slideshare - How to Incorporate Multicultural Literature into the Early Childhood Classroom

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Slideshare - How to Incorporate Multicultural Literature into the Early Childhood Classroom

  1. 1. How to Incorporate Multicultural Literature into the Early Childhood Classroom Staff Development Plan We propose to implement a staff development workshop that promotes the recognitionof all cultures by using appropriate multicultural children’s literature in 21st century classrooms. We feel that, in our current classroom environment, teachers are educating a more diverse groupof students than ever before. These students should see themselves reflected in the classroomliterature and feel valued in the classroom. As Galda proposed in 1998, books act as windowsand mirrors into other cultures. Students need to read these books in order to see themselvesreflected in our society as well as to see inside other cultures. There are thousands of picturebooks and other children’s literature published that can be used to teach multiculturalism. Ourworkshop will delve into multicultural education, as well as books and activities that can be usedto explore other cultures all while building respect for others who may be different. Our staff development workshop takes place over the course of a school year andincludes teachers meeting once a month for a workshop. Workshops include group discussions,reflection and goal setting, presentation and activities to be used in the classroom. We followedthe guidelines set forth by Barone and Morrow in their book, Literacy and Young Children, byallowing teachers to have voice and choice in the workshop all while encouraging them toactively participate in the creation of and activities during the workshop itself. Our workshopsare resource-rich and, because they occur over a period of a year, we feel that this will allow formaximum learning for the teachers involved in the workshop. Session 1: September-Teachers take questionnaire regarding their thoughts on multicultural education-Introduce multicultural education using The Levels of Multicultural Education video-Discuss levels of multiculturalism in classrooms-On their Own: Teachers reflect on level of multicultural education in their own classrooms and set goals for where they want to be on the continuum by the end of the year as well as how they want to meet their goals. Session 2: October-Teachers share the goals they set and discuss levels of multicultural education within their groups-Present Award Winning Picture Books PowerPoint; discuss different awards given for multicultural literature (such as the Coretta Scott King Award); YouTube video on high quality multicultural literature can also be shared-Teachers peruse books to determine what makes a high quality multicultural picture book-In whole group, create a list of characteristics of high quality multicultural picture books/books-Have media specialist share what is available for checkout to reinforce other perspectives, genders, races and religions-On Their Own: Teachers peruse their own classroom libraries or school library to find an
  2. 2. example of a high quality multicultural picture book. If comfortable, come up with a lesson to use with the book. Session 3: November-Teachers share their examples of books as well as why they chose that particular book; those with lesson ideas may share.-Teachers read Encounter and Follow the Dream. Then, discuss differences between the two texts and the various perspectives that they show. Also, invite teachers to discuss what tough topics can be brought up with the students and how they may handle the respective topics in the classroom.-Discuss how these books create a welcoming environment.-On Their Own: Create a lesson plan with your book and implement in classroom. Session 4: December-Share how lesson plans went with students. Any questions, comments, concerns arise with using these books?-Go into more detail about handling tough or touchy subjects with students. Offer tips to the teachers and equip them with resources to use when discussing sensitive issues with students.-On Their Own: Assess your goals and note progress for the year. Session 5: January-Teachers share how things are going with their table or whole group. Any questions/concerns?-Read the book How My Parents Learned to Eat and discuss.-The following Webquest includes a component where students will interview parents/grandparents/family members. If possible, pull up Webquest to introduce to teachers. (http://stancock.iweb.bsu.edu/cyberlessons/Eat.html)-On Their Own: Read book aloud in class and use to spark discussion about family meals and traditions. Take teachers through the Webquest if desired. Session 6: February-Teachers share recent lessons or read alouds done with multicultural literature with table or group.-Pull up Webquest for comparing multicultural Cinderella Stories and walk through teacher resources pages together. (http://misskelly.org/cinderella/resources.htm)-Give teachers time to go through the Webquest and see how it could work in their classroom.-On Their Own: Plan a computer lesson using Webquest and complete it with your students. Use rubric to assess and be ready to share next month about success/failures.
  3. 3. Session 7: March-Share how the Webquest worked with your class. Any questions, concerns or ideas for next time?-Instructors share helpful web resources on using multicultural literature in the classroom-Pull up links for multicultural book lists and activity ideas for teachers to use on their own next year. The following link has a multicultural theme section that has numerous books listed and links to activities. (http://www.preschoolrainbow.org/bookthemes.htm# Multicultural%20Book)-Reflect on changes seen in the classroom from using multicultural literature.-On Their Own: Teachers find a web-based resource on multicultural literature to add to our collection. Session 8: April-Teachers share their resources with their groups. Resources will be collected and included in resource packet given to teachers at end of the year.-Have teachers ask any questions or cover anything they may still be struggling with or unsure of.-On Their Own: Choose one book/activity to use in your classroom this month. Session 9: May-Teachers share activities used successfully in classrooms as well as any changes seen in students.-Reflect and reassess goals; Retake survey from beginning of the year.-Set goals for next year as well as how to meet said goals.

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